Day Lead: Shoshi Ish-Horowicz
Join us for the beginning of the Festival of Education 2022, where we will hear from Professor Colin Bailey (Principal) and Professor Stephanie Marshall (Vice-Principal, Education). This is a pre-recorded session.
Learner Engagement Analytics (LEA) is concerned with combining different types of data in order to better understand, and take action to improve, the learning experiences of our learners. At Queen Mary this includes data generated by our Virtual Learning Environment (QMplus), learner information systems (eg MySIS), library systems and other sources related to learning and teaching. In this panel discussion, colleagues from around the university will discuss their experiences and insights from using LEA in their roles as educators, advisors, students and professional services staff. This discussion will also draw on research completed by active members of Queen Mary’s LEA community of practice.
Chair: Professor Stefan Krummaker, School of Business and Management
Panel members: Dr Vanessa Muirhead, Institute of Dentistry, Angela Jones, School of Engineering and Materials Science, Dr Tippu Sheriff, School of Physical and Chemical Sciences, Shoshi Ish-Horowicz, Queen Mary Academy, Bilge Kacmaz, VP Science and Engineering
[Eventbrite ticket reference: Tue 8 Mar: 10:15 - Learner Engagement Analytics, Online or Graduate Centre, Room: 101]
This session will describe a Westfield funded project which provided a unique opportunity for a group of students to work in collaboration with educationalists, clinicians and academics in the Centre for Trauma Sciences (C4TS) to design the Trauma Sciences & Care of the Injured Patient Programme (TSCIPP). With close mentorship and support, the students developed both the curriculum and assessment criteria for this four-year programme, which has become a sustainable and student-led addition to the Student Selected Component (SSC) of MBBS.
Speakers: Dr Ross Davenport, Blizard Institute, Dr Elaine Cole, Blizard Institute
[Eventbrite ticket reference: Tue 8 Mar: 12:00 - PS 1A - Davenport & Cole, Online or Graduate Centre, Room: 601]
A recording of the parallel session on Tuesday 8th March 2022.
We will be introducing our three-step plan to shape the medical school curriculum to embed the importance of inclusion within their studies and their practice. From candid conversations about discrimination that health care staff have experienced to urging students to think critically about the gender data bias present in clinical research and being active bystanders in their everyday lives; we have implemented a series of changes within the curriculum to empower students. In our sessions, we will be explaining the implementations in further detail with an explanation of our inspirations, methods and an opportunity to ask questions. Additionally, we will be giving a taster active bystander training session to experience an important part of our plan. We are looking forward to sharing this with you as the beginning of a new programme in the curriculum!
Speakers: Rida Kherati, (student), Parmis Vafapour, (student), Medicine and Dentistry
[Eventbrite ticket reference: Tue 8 Mar: 12:00 - PS 1B - Kherati & Vafapour. Online or Graduate Centre, Room: 222]
Higher education institutions have a great responsibility to form, skill and mobilise the next generation of sustainability leaders. Universities have a vital role in influencing transformation to a more sustainable and aware global society through the effective modelling and sharing of knowledge production, innovative practice, management, governance and leadership. This can be done by building on shared values and acting as catalysts around the adoption of a “sustainability mindset” (Zaleniene and Pereira, 2021).
The two presentations scheduled for this Festival of Education Innovation and Learning Exchange exemplify this collective culture and the co-creation process with learners. Professor Chris Sutton from the School of Mathematical Sciences will describe progress on embedding climate analysis into the Mathematic undergraduate curriculum and Professor Graham Easton from the Institute of Health Sciences Education will outline how adopting publicly accessible podcasting has led to an improvement in communication and the dissemination of knowledge.
This is a showcase instance of the ‘Innovation and Learning Exchange’, a series of lunchtime events for staff. Each session is an hour long and includes two short presentations and informal discussion from speakers bringing together different discipline areas across the University. Sessions are designed to enable colleagues to share best practice and innovation, and to discuss how we can learn from these and apply such ideas to the University’s strategy and key educational priorities.
Chair: Professor Anthony Warrens, Institute of Health Sciences Education
Speakers: Chris Sutton, School of Mathematical Sciences, Professor Graham Easton, Institute of Health Sciences Education
[Eventbrite ticket reference: Tue 8 Mar: 13:00 - Innovation & Learning Exchange Online or Graduate Centre, Room: 601]
“Tell me and I forget, teach me and I may remember, involve me and I learn” these were the famous words of Benjamin Franklin that sums up the modern day teaching and learning that leads to success of our modern day graduates in the competitive arena of employment. The drive towards graduates having experience in the knowledge skills and behaviours has proven success in attaining employment opportunities that goes on to show that Benjamin Franklin was correct all this time. So what does this mean in terms of how we teach students? How do we change the approach to curriculum design and development? How can work based learning be the future of graduate success? This interactive Ted Talk type workshop hopes to address exactly these questions. We draw on the experience from degree apprenticeships where a tripartite cocreation model was used to design and develop work based learning and create learning opportunities for students to apply the learning within a given context that harnessed the skills that improves the learners employability. We also try to establish the notion of a learner drawing away from the current notion of students that limit us from stepping outside the box to think about building employability skills. We create the narrative that employability need to be interwoven to ever point of the learner journey that a learner goes through with a university. We explore two practical case studies of how this was done and the lessons we learnt that can be used to improve success of our graduates. Going back to the Benjamin Franklins words, he was right all along!
Speaker: Dr Eranjan Padumadasa, School of Electronic Engineering and Computer Science
[Eventbrite ticket reference: Tue 8 Mar: 14:00 - PS 2A - Padumadasa. Online or Graduate Centre, Room: 101]
When you hear the words assessment and feedback you probably feel a rush of negative emotions. Regardless of your role as a student, academic, or a professional, the feelings associated with assessment and feedback are likely to be anxiety and stress. In this interactive audience-panel session, a group of students, academics, and professional staff will discuss their views and experiences of turning negative emotions into positive actions to effectively use assessment and feedback as pathways to success in their learning journey.
Chairs: Professor Christina Perry, School of Law
Speakers: Dr Stephanie Fuller, Queen Mary Academy, Dr Maria Romero-Gonzalez, School of Engineering and Materials Science, Mahesha Samaratunga, Lecturer in Information Technology Management, EECS, Jack Rappoport, Teaching Fellow in Trauma Sciences, Blizard Institute, Olu Popoola, Education and Recognition Adviser, QMA, Azmain Iftekhar, Student Representative for School of Economics and Finance, Kay Kharma, School of Law student and Assessment & Feedback Workstream Student Intern
[Eventbrite ticket reference: Tue 8 March: 14:00 - Assessment & Feedback Panel 2B. Online or Graduate Centre: Room 201]
A recording of the student panel on Tuesday 8th March 2022.
A learning contract can help set transparent expectations for students, specify behaviours, promote reflection and maximise student motivation to learn. However, in large group teaching, learning contract may not be practical in the absence of interventions. Evidence suggests that learning contract works in small group teaching as instructors can set individualised expectations and monitor students’ adherence to the contract. In this session, I discuss how to successfully use learning contract in large groups teaching with online formative assessments. Formative assessments such as practice quiz can be used to set conditional access to learning materials to induce self-directed learning, encourage reflection on learning and increase student engagement with learning materials.
Speakers: Dr Ravshonbek Otojanov, School of Business and Management
[Eventbrite ticket reference: Tue 8 Mar: 15:00 - PS 3A - Otojanov, Online or Graduate Centre, Room: 201]
The "Engineer the story" project helps engineers tell stories about their research and careers aspirations at Queen Mary. The project is funded by a second Ingenious Award from the Royal Academy of Engineering and the StoryFutures Academy, the UK's National Centre for Immersive Storytelling in partnership with the Ideas Foundation. We developed a prototype of a storytelling workshop to train a pilot group of 30 engineering students and researchers from SEMS. Colleagues from Arts and Culture supported the design of storytelling content where storytelling skills are already embedded into the programme. Workshop participants were coached and inspired by international storytellers, creative practitioners, artists and role models including BBC presenter Dallas Campbell and Deepa Mann-Kler. Students learnt how to create stories with Adobe Spark and TikTok whilst developing new skills in content creation, data visualisation and communication. Tina's ambition is the creation of a storytelling module for students studying different disciplines of engineering. Working with colleagues from across the University involved in online learning, engineering, drama and film, we have identified how storytelling could contribute to the SEMS Graduate Attributes Framework, which aims to help students develop the knowledge and skills they need to succeed both personally and professionally.
In this presentation, we will show
Speakers: Dr Tina Chowdhury, School of Engineering and Materials Science, Heather MacRae, MSc
[Eventbrite ticket reference: Tue 8 Mar: 15:00 - PS 3B - Chowdhury & MacRae, Online or Graduate Centre, Room: 101]
Join us for a poster and networking session at the Graduate Centre. You can also view all of the posters in our online 3D exhibition space.
This poster will be presented online in Kumospace and available from 9am on Tuesday to 5pm on Thursday. Please create a free Kumospace account. The team will present the poster live in Kumospace on Tuesday from 15:30-17:00.
Learner engagement through and with academic writing Janet De Wilde, Ana Cabral, Maxwell Addo, Angela Gallagher-Brett, Olu Popoola, Fryni Panayidou, Rui Pires Martins
This poster will explore how students’ engagement with academic writing can be facilitated. Academic writing is a learning process through which students can better understand, engage with, and belong to their discipline. The Academy supports the university community to develop their academic practice including writing. This poster will be presented in Kumospace (an immersive video chat platform). Attendees will be able to see how this platform encourages participation and will be able to explore the four virtual room areas for engagement with academic writing as described below.
By entering room 1 attendees will explore the value of the shared experience of academic writing. Academic writing is challenging and through sharing the experience it has been shown to be a key part of transformative learning. Moving to room 2, attendees will be able to explore our approach to online writing retreats. During 2020, at a time of increased isolation and uncertainty, the Academy introduced online writing retreats to support research students. These retreats provide structured time for research students to progress their writing projects and promote wellbeing. Moving to room 3 will provide an insight to our approach for mentoring in writing. We aim to demystify the writing process through structured support offered by critical friends in mentoring partnerships. Writing is discussed and rethought as a collaborative social practice. In room 4, attendees can discover how students can reflect through academic writing. Reflective practice is critical for personal development and academic growth.
Student engagement with academic writing is crucial for their progress and sense of belonging to all disciplines including the STEM subjects. Developing academic writing ability is essential during the undergraduate years, if under-developed it limits the progression of a student into postgraduate study. This immersive interactive poster experience will provide attendees with options for engagement to implement in their programmes.
You can download a guide on how to navigate our interactive poster in Kumospace by following the link below. A quick guide to Kumospace [PDF 506KB]
We are sorry to announce that this year’s Drapers’ Lecture, which was due to take place on Tuesday 8 March 2022, has been postponed. We are very much hoping that we will be able to welcome Professor Kemp to Queen Mary later this academic year, and will provide an update on a new date as soon as possible.
Day Lead: Henri Huijberts
Teaching with Historical Perspectives - Daniela Tavasci and Luigi Ventimiglia
In this session we will hear from doctoral students in conversation with Dr Owen Gower, Director of the UK Council for Graduate Education. The panel will discuss their experience of educating and engaging students at Queen Mary. The panel will comprise of doctoral students engaging in different types of education, such as leading seminars, demonstrating, and supervising undergraduate or master’s projects.
This session is suitable for anyone who would like to understand the opportunities and challenges that doctoral student educators face. Doctoral students who attend the session will learn about the range of educational opportunities and experiences at Queen Mary, while Module Convenors, Programme Directors, and Directors of Education will be able to identify how to better support doctoral students as educators.
Chair: Dr Anna Price, Queen Mary Academy and Dr Owen Gower, Director of the UK Council for Graduate Education
[Eventbrite ticket reference: Wed 9 Mar: 10:30 - PS 1B - Doctoral student panel. Online]
A recording of the panel on Wednesday 9th March 2022.
This session will discuss the design, collaboration, and implementation of the interactive career planning visualisation tool: CompLit At Work: https://complitatwork.qmul.ac.uk/. The session will encourage critical reflection on employability and the challenges of preparing students in times of rapid changes and uncertainty. CompLit At Work—a collaboration between TEKJA Data studio, QMUL Careers, and Comparative Literature staff and UG and PGR students—directly builds on feedback from the NSS, students, SLLC Reps, and the Comparative Literature’s curriculum revision, done with input from students from across all year groups. The result was the wholesome embedding of employability, across the core modules, through a series of tailored workshops and credit-bearing assignments, directly linked to the academic content of the modules: focusing on exploring one’s values and understandings of career (level 4); narrating one’s academic and professional trajectory in a CV and cover letter (level 5); oral presentation of one’s university journey (level 6). CompLit At Work complements this work and provides each student with a personalized and degree-specific way of translating the different components of one’s academic experience into the language of careers, general skills, and personal development plans. As an interactive, online tool, the visualisation allows each student to identify, map, and recognize the range of skills they already have and those they might want to develop further, in relation to the career options they are considering. It also refers them to detailed information about potential job types within each career path as well as the possibility to directly book a 1-2-1 careers appointment. In sum, CompLit At Work aims to broaden students’ aspirations and definitions of professional success and enhance student experience by improving students’ levels of confidence, their self-reflexivity, and the ability to translate their QMUL academic experience into future career pathways and personal goals.
Speakers: Dr Kasia Mika, School of Languages, Linguistics and Film, CLC students
[Eventbrite ticket reference: Wed 9 Mar: 10:30 - PS 1A - Mika. Online]
A project based on the improvement of student participation, student voice, inclusion and diversity via the active involvement in module design of students from underrepresented minorities, low-income background and with no previous working experience. The idea is to work towards a modern and advanced learning environment co-designed with students, to create novel underrepresented role models within the scientific community and to provide opportunities for growth to those students who normally may lack them. Specifically, selected students have produced and will continue producing videos to be used as teaching resources for various chemistry modules. These videos were and will be created by undergraduate students under academic supervision. The aims are to increase student engagement, enhance the learning environment, student voice and employability. The students are paid for their work and their selection prioritises, as previously mentioned, underrepresented minorities, students with no working experience who could face difficulties when applying for jobs after graduating, and low-income background students. This was previously possible thanks to funding from the Inclusion and Diversity Fund from the Royal Society of Chemistry and now via the Westfield Fund from Queen Mary University. This project well aligns with several key areas of Queen Mary 2030 Strategy such as peer learning, enhancement to the learner journey, extra-curricular activities which develop student skills to name but a few. The long-term plan for the project is to involve more students and to produce materials for more modules not only within the chemistry department but ideally extend the project at school and faculty level.
Speaker: Dr Giorgio Chianello, School of Physical and Chemical Sciences
[Eventbrite ticket reference: Wed 9 Mar: 11:00 - PS 2A - Chianello. Online]
A recording of the parallel session on Wednesday 9th March 2022.
This session will update attendees on the work of the Graduate Attributes workstream which is putting in place a process for refreshing and updating QMUL Graduate Attributes. In line with the vision set out in Strategy 2030, we are seeking to ensure that relevant and up-to-date graduate attributes are embedded in all QMUL programmes so that students can succeed in an ever-changing global job market and become active global citizens. The session will take the form of a panel discussion around key questions about the importance of graduate attributes.
Speaker: Tim Edkins, Lecturer in Politics, SPIRMegan Clinch, Senior Lecturer in Medicine and Society, Wolfson InstituteRadhika Thiagarajan, QMSU Vice President CommunitiesShazil Shariff, School of Business & Management student and Graduate Attributes Workstream Student Intern
[Eventbrite ticket reference: Wed 9 Mar: 11:45 - PS 3A - Fuller. Online]
Engaged Teaching gives us the opportunity to bring students and communities together to learn from one another: enriching the curriculum and having positive contributions to society. But practically, how do we create the space that encourages and enables the development of a community-engaged curriculum? In this, this challenge-led session with the Centre for Public Engagement, we’ll be collectively identifying the existing barriers to Engaged Teaching at Queen Mary and thinking about the practical solutions we could develop to overcome this.
Speakers: Sarah Gifford & Sarah Barnes, Centre for Public Engagement
[Eventbrite ticket reference: Wed 9 Mar: 11:45 - PS 3B - Gifford & Barnes. Online]
Chairs: Professor Stephanie Marshall, Vice-Principal (Education), Saynab Sharif, QMSU VP Humanities and Social Sciences
Queen Mary retains a deep and enduring engagement with our local community. What are the opportunities for co-creation which enhances engagement with our local and global communities? How best can we support students to develop the skills needed to understand and contribute to addressing societal challenges?
Join us for a lively panel session featuring Queen Mary students in discussion with Stephanie Marshall, Vice-Principal (Education) and Saynab Sharif, QMSU VP Humanities and Social Sciences
[Eventbrite ticket reference: Wed 9 Mar: 13:00 - Student Panel. Online]
A recording of the student panel on Wednesday 9th March 2022.
The extensive and intensive online teaching and learning during the pandemic has provided good opportunities for academic staff and students to experiment with learning and teaching using synchronous communication technology and learning platforms. This experience is highly valuable for helping higher education institutions move learning and teaching practices forward after the pandemic. Indeed, many universities are considering adopting blended learning in the new era. However, it is worth noting that a number of emerging issues also appeared during online learning, such as teaching to blank screens, students’ inappropriate use of social media icons, and language. These issues are nevertheless not addressed by the existing code of conduct, since it is written mainly for face-to-face teaching. The purpose of this paper therefore is to explore the potential policy concerns relating to university students’ online professionalism in the UK context, in particular, their online behaviours and the use of academic and professional language. It uses case study as the methodology approach and semi-structured interviews to collect data. It analyses the narratives of 20 academic staff, who are from six UK institutions, and are experienced in online/blended teaching. The findings indicate that special attention needs to be paid to policymaking regarding blended learning, in particular, in the area of students’ online professionalism, and related recommendations are offered to policy makers, university senior administrators and education practitioners.
Speaker: Dr Xue Zhou, School of Business and Management
[Eventbrite ticket reference: Wed 9 Mar: 14:30 - PS 4A - Zhou. Online]
Stories are helpful pedagogical tools for transferring and retaining knowledge. Adding interactive elements to a narrative (‘interactive storytelling’) gives students greater agency over their learning, and this active construction of knowledge makes learning more effective and meaningful compared to passively receiving course material. The power of interactive storytelling is under-appreciated in economics, which often uses static presentation and technical explanations of complex mathematical concepts and models. My presentation will illustrate how incorporating simulations, interactive visualisations, or other forms of interactivity into a first-year introductory economics course can enhance students’ understanding of economic models and concepts, and provide meaningful learning experiences. I will discuss the pedagogical considerations for designing interactive learning activities and discuss the effect on student engagement.
Speaker: Eileen Tipoe, School of Economics and Finance
[Eventbrite ticket reference: Wed 9 Mar: 14:30 - PS 4B - Tipoe. Online]
This presentation reports on a student-staff co-evaluation of a peer feedback activity embedded in a professional development Dentistry module. It provides an approach for using structured peer feedback to increase student confidence in their self-evaluation skills and the grading process as a whole.
Background: The value of peer feedback is contested. Educators believe that peer feedback is beneficial for improving overall feedback literacy and providing students with multiple perspectives on their work (Liu and Carless, 2006). Students have highlighted a preference for teacher feedback over that of their peers (DeLuca et al. 2018) yet teacher feedback is routinely critiqued in surveys such as the NSS (Winstone et al. 2021).
Aim: This project set out to evaluate the impact of peer feedback on students learning experience as part of a formative assignment assessing ethics and behavioural sciences in a professional dentistry module.
Method: Following teaching on the topic of ethics and behavioural sciences, students completed a case-based scenario written assessment using a combination of peer and teacher feedback processes. The peer feedback activity itself was structured to facilitate students in giving, receiving, justifying and negotiating marks. This project was first evaluated using a survey and teacher-led focus group. This approach was augmented by a student-led group reflection conducted through the lens of the Illeris (2007) model of learning.
Key findings: Giving feedback was deemed more valuable than receiving because of the availability of marking rubrics.
Peer feedback processes - increase student empathy with markers - build greater confidence in assessment and the grading process. - improve student critical thinking skills - supports development of professionalism - complement tutor feedback
Speaker: Olumide Popoola, Queen Mary Academy, Dr Amitha Ranauta, Institute of Dentistry, Priya Gautam (student), Sriabitha Mohankumar (student)
[Eventbrite ticket reference: Wed 9 Mar: 15:00 - PS 5A - Popoola & Ranauta. Online]
qLegal is a pro bono commercial law clinic housed within the Centre for Commercial Law Studies at Queen Mary University of London that provides legal advice, public legal education, externships and consultancy projects to start-ups and entrepreneurs in a wide array of industries. Our postgraduate law students join us from all over the world and volunteer their time to learn by doing with us and our pro bono partner solicitors. Students learn valuable professional skills relevant to their future law careers. The work covers intellectual property law, commercial law, corporate law and data privacy law.
Over 250 postgraduate students applied to participate in qLegal in 2021/22, with 37% of those students doing so to gain law related work experience in the UK. Our flipped classroom approach allows students to develop and practice their lawyering skills in the classroom before applying what they have learned as they solve problems for our pro bono start-up and entrepreneur clients.
Our programmes equip postgraduate law students with the legal, practical and personal skills they need to succeed as lawyers in the 21st century:
The presentation, by members of the qLegal team and current qLegal students, will provide an overview of the experiential learning opportunities at qLegal and demonstrate how participating in qLegal can help students boost their employability. It will discuss our insights into the future of the legal profession and how we prepare our students to achieve a successful legal career.
Speakers: Eliza Platts-Mills, School of Law, Emily Wapples, School of Law, Roshan Jeebun (student) and Ofa Lemaki (student)
[Eventbrite ticket reference: Wed 9 Mar: 15:00 - PS 5B - Wapples & Platts-Mills. Online]
Speakers - Jose Luis Alberte-Dueñas and Alberto Cruz, Florida International University
Chair - Professor Tony Michael, Dean for Education, Professor in Reproductive Biology and Deputy Vice-Principal for Education (Strategic Projects)
For more information, see our Keynote Speakers page.
[Eventbrite ticket reference: Wed 9 Mar: 16:00 - Alberte-Dueñas & Cruz Keynote. Online]
Day Lead: Stephen Buckingham
We are delighted to be joined by Stephen Isherwood, CEO of ISE, who will help to set the scene for this panel discussion. We’ll consider the current landscape in graduate recruitment, and the impact that the shift to online recruitment has had on employer engagement with universities. The panel will also discuss recent developments in apprenticeships, placements, graduate jobs as well as embedding employability into the curriculum.
The panel will also include: Professor Julia Shelton, Professor of Biomechanical Engineering, Dr Eran Padumadasa, Deputy Dean for Employment (Employer Led Education), School of Electronic Engineering and Computer Science, Judith Baines, Head of Careers and Enterprise, Dr Thomas Wilks, Lecturer in German and Comparative Cultural Studies
Chair: Dr Philippa Lloyd, Vice-Principal, Policy and Strategic Partnerships
Invited speaker: Stephen Isherwood, Chief Executive of the Institute of Student Employers
[Eventbrite ticket reference: Thu 10 Mar: 10:00 - Embedding Employability panel. Online]
Community Centred Legal Education The community can be a vital part of student-centred, experiential learning. This panel session showcases the power, popularity and effectiveness of community based clinical legal education in higher education. When the community is at the heart of legal education it creates an organic and rich student learning experience. Professional legal ethics, legal content, and logistics and integrate to provide ‘real-world’ teaching. This panel session showcases the work of the Queen Mary Legal Advice Centre (QMLAC) and how its close involvement with the local community provides a unique and authentic student education. QMLAC Students take part in a variety of activities from leading client appointments and drafting a subsequent letter of advice, representing clients in welfare benefit tribunals, and assisting members of the public who are litigants in person with employment tribunal hearings. The QMLAC also runs community based workshops in primary / secondary schools, and in prisons. The session will consist of a panel of two academics who are closely involved with community based clinical legal education, and two students who have participated in both extra-curricular experiences and clinical modules; Street Law and Employment Law: Tribunal Practice and Procedure.
Speaker: Elizabeth Gillow & Frances Ridout, School of Law
[Eventbrite ticket reference: Thu 10 Mar: 11:45 - PS 1A - Gillow & Ridout. Online]
A recording of the parallel session on Thursday 10th March 2022.
This session will launch new QMUL Assessment and Feedback toolkits which have been developed to help staff enhance assessment and feedback practices and engage students for success. We will present the toolkits to attendees, explaining how and why they have been developed, and give a demonstration of how they can be used. There will also be time for questions and discussion.
Speakers: Dr Stephanie Fuller, Queen Mary Academy, Dr Maria Romero-Gonzalez, School of Engineering and Materials Science, Janvi Solanki, Biomedical Science Graduate, Kay Kharma, Assessment & Feedback Workstream Student Intern
[Eventbrite ticket reference: Thu 10 March 11:45 - PS 1B - Fuller & Romero-Gonzalez. Online]
One of the biggest challenges educators face in developing an engaging curriculum is giving the students context. Unless they understand why they are learning something, they are far less likely to engage and connect with the material. Within the Certificate for Clinical Foundation studies course, staff have worked to build bridges across modules from FMD and SLLF, to create meaningful assessment material that builds on skills and content from both modules. The first step on our journey began with educating ourselves about each other. Taking the time to discover and understand what the role of each colleague was, allowed each of us to get a far more holistic overview of what our aims were as a course. If we didn’t understand the bigger picture, how could our students begin to? Through small links made between each of us, finding the common ground and dovetailing material, we began to create a course with modules that complemented each other. Over time, we began to take this a step further, co-authoring assignments and creating curriculum material which weaved around and scaffolded each other. A group poster presentation within the language module, focused on carefully selected scientific advances, allowing students to feel the tasks being undertaken were applicable and useful to them and their future careers. Through this collaborative work, there have been positive outcomes for the cohorts involved, better understanding and appreciation between staff members and a noted improvement in student engagement. This year, we have extended this work further and are taking skills learnt within the languages module and applying them to the biology curriculum, with both a case study focused on health and our very own 3 minute thesis event. We hope to give you the inspiration to create your own cross-school curriculum.
Speaker: Keely Kulesza-Smith, Institute of Dentistry, Mark Heffernan, School of Languages, Linguistics and Film
[Eventbrite ticket reference: Thu 10 Mar: 12:15 - PS 1C - Kulesza-Smith. Online]
Challenge Based Learning - transforming adult lifelong learning in higher education - Cecilia Christersson, Pro Vice-Chancellor for Global Engagement and Challenge Based Learning at Malmö University
Chair - Professor Stephanie Marshall, Vice-Principal (Education)
To find out more, see our Keynote Speakers Page.
[Eventbrite ticket reference: Thu 10 Mar: 13:30 - Christersson Keynote. Online]
Professor Stephanie Marshall, Vice-Principal (Education)
Throughout the Festival, attendees will be asked to feedback on each session and to select their favourite poster.
Join us as we look back and reflect on this year's Festival and find out which contributions have been awarded the coveted Festival of Education People's Choice Awards.
[Eventbrite ticket reference: Thu 10 Mar: 14:30 - Prize Giving & Closing Event. Online]
A recording of the prize giving and closing remarks on Thursday 10th March 2022.
Find out more about this year's programme of events.
Book your chosen sessions.
Meet our Keynote Speakers